Text in Afrikaans / During pre-adolescence, whilst the transition from primary to high school normally takes place, the child faces drastic physical and emotional changes. Emotional intelligence is important in order to answer to demands in this stage and can be addressed and enhanced. Self-awareness (ability to identify own emotions, relate to others, being aware of personal strengths and weaknesses) is not addressed sufficiently. The research problem has been the use of a gestalt therapeutic process to address self-awareness during this stage, and the goal of the study, to explore the value of such a process. Qualitative research directed the process, which included literature studies, interviews with parents of respondents and eight gestalt therapeutic sessions with four pre-adolescents. Various gestalt play therapeutic techniques and -activities have been utilized. The processing and integration of the results of the empirical study, made it possible to explore and note what the value of a gestalt therapeutic process is on self-awareness in the pre-adolescent. Therefore the goal of the study has been successfully reached. / Die vroee adolessent ondergaan ingrypende en drastiese fisiese veranderinge en emosionele skommelinge. Dit is ook in hierdie tydsgleuf dat hy van laer- na hoerskool vorder. Belangrike keuses moet gemaak word te midde van groter druk vanaf die portuurgroep en 'n strewe na outonomie en onafhanklikheid van ouers. Dit is 'n ontwikkelingstadium tussen kindwees en volwassenheid. Ten einde aan die eise te voldoen, is emosionele intelligensie van kardinale belang. Emosionele intelligensie kan aangeleer en verbeter word en hou verband met die kind se aanwending van sy selfbewussyn om onder andere sy eie emosies korrek waar te neem, oor te dra en kennis oor persoonlike swaken sterk punte te bekom. Die studie is gerig deur die uitgangspunt dat selfbewussyn wat die heel basiese komponent van emosionele intelligensie is, nie voldoende by die vroee adolessent aangespreek word om hom toe te rus vir die eise tydens die oorgangsfase vanaf laer- na hoerskool nie. Die benutting van 'n gestaltspelterapeutiese proses om selfbewussyn by die vroee adolessent aan te spreek is as die navorsingsprobleem geformuleer. Die doel van die studie was dus om die benuttingswaarde van 'n gestaltspelterapeutiese proses om die selfbewussyn by die vroee adolessent aan te spreek, te verken en te beskryf. Ten einde in hierdie doel te kon slaag, is die navorsingsproses deur middel van kwalitatiewe navorsing gerig. Die volgende doelwitte is geformuleer, naamlik : Eerstens om 'n literatuurstudie te doen oor die vroee adolessent, selfbewussyn as basiese komponent van emosionele intelligensie en die benuttingsmoontlikhede van die gestaltspelterapeutiese benadering om selfbewussyn by die vroee adolessent aan te spreek .. Tweedens is semi-gestruktureerde onderhoude met die ouer(s) as respondente gevoer met behulp van 'n selfontwerpte vraelys. Derdens is vier gevallestudies waargeneem tydens agt onderhoudsituasies elk, om die selfbewussyn van die vroee adolessent aan te spreek. Verskeie gestaltspelterapeutiese vorme-, tegnieke en -aktiwiteite is vir die proses benut. Vanuit die prosessering en integrering van die bevindinge wat tydens die empiriese ondersoek verkry is, kon die data vir praktiese doeleindes toegepas word en is die benutting van 'n gestaltspelterapeutiese proses om die vroee adolessent se selfbewussyn aan te spreek, verken en beskryf. Daar is dus in die doel van die ondersoek geslaag, naamlik die verkenning en beskrywing van die benuttingswaarde van 'n gestaltspelterapeutiese proses ten einde selfbewussyn by die vroee adolessent aan te spreek. / Social work / M. Diac. (Spelterapie)

Linehan（1993）、Krause等人（2003）發現童年在情緒無效環境中成長的個體會產生情緒調節困難，且情緒無效性常會惡化成人時期的心理及行為問題，包含自我傷害行為。據此，研究者試圖了解童年情緒無效性是否會造成個體無法接納其負向情緒，進而增加其自我傷害行為的發生機率。本研究的目的有二：一是發展「情緒不接納量表」，並初步驗證其信效度。二為探討「童年情緒無效性」與「情緒不接納」與「青少年自我傷害行為」三者的關連性。 　　本研究採問卷調查法，研究對象為478位高中職及國中學生。研究結果發現，情緒不接納量表可分為「對情緒的自我評價」及「對情緒的否定」兩個因素。負向情緒社會化與心理虐待會使個體較容易產生對情緒的自我評價。心理虐待能預測高中職學生自我傷害發生的有無及累積頻率；對情緒的自我評價能預測兩組學生自我傷害行為發生的有無。對情緒的自我評價及對情緒的否定在負向情緒社會化與自我傷害累積頻率、心理虐待與自我傷害累積頻率之間並無中介效果。最後研究者針對國中、高中職學生心理發展階段的不同、負向情緒社會化與心理虐待在概念上的差異，及對自我傷害的影響路徑進行討論。 / Linehan (1993), Krause et al. (2003) found individuals who grow up in an emotional invalidating environment during childhood may have difficulties in emotional regulation, and emotional invalidation often deteriorate both psychological and behavior problems later on in their adulthood, including deliberate self-harm behaviors. Therefore, this study tried to investigate whether childhood emotional invalidation can cause one’s emotional nonacceptance, and therefore can increase the probability of deliberate self-harm behaviors. The purpose of this study was to develop the scale of emotional nonacceptance, and to explore the relationship between childhood emotional invalidation, emotional nonacceptance and adolescents’ deliberate self-harm behaviors. The study was based on questionnaires, and the participants were 478 high school students in Taiwan. The main results were as follows: First, the scale of emotional nonacceptance can be divided into two factors: self evaluation of emotion and denial of emotion. Second, negative emotion socialization and psychological abuse can predict adolescents’ self evaluation of emotion. Third, psychological abuse can predict the occurrence and accumulative frequency of deliberate self-harm of senior high school students, and self evaluation of emotion can predict the occurrence of deliberate self-harm of all high school students. Finally, self evaluation of emotion and denial of emotion do not play as mediators between childhood emotional invalidation and the frequency of adolescents’ deliberate self-harm behaviors. The investigator discussed the different stages of psychological development between junior and senior high school students, the differences between negative emotion socialization and psychological abuse, and their paths that influence deliberate self-harm behaviors.

Tittle: Students' perception survey of teacher quality in lower and upper secondary school Author: Jan Juříček Department: Department of Education Supervisor: PhDr. RNDr. Hana Voňková, Ph.D., Ph.D Abstract: The aim of " Students' perception survey of teacher quality in lower and upper secondary school" is to inform readers about the concept of getting feedback for teachers from their students. The feedback is based on four surveys, namely I Know My Class, My Student Survey, 7C, and YouthTruth. We also present the advantages and disadvantages of this kind of a feedback. The summary of available information about surveys dealing with students' feedback for teachers and the analyses of those surveys belong among the main points of the theoretical part. The aim of the empirical part is to compare the key categories among the surveys and to generalise the basic educational themes and issues the surveys are dealing with. Another goal is to examine, whether the content of the surveys is similar and can be compared to our educational reality. We will analyse this through the comparison of the surveys' key categories and the proposed Czech and German teacher standards. We also compare the content of the surveys with the Czech general didactics literature. Final step is to present the surveys and their topics to...

本研究旨在建構大學系所自我評鑑之後設評鑑指標－以JCSEE方案評鑑標準為基礎，並提出結論與建議，以供大學實施系所自我評鑑之參考。 研究方法上，先以文獻分析初擬出大學系所自我評鑑之後設評鑑指標，接著以專家問卷進行指標的刪修和確定，再利用模糊德菲術問卷整合專家學者對指標重要性之看法，最後以歸一化方式求得各指標的權重，完成我國大學系所自我評鑑之後設評鑑指標。根據研究之結果與分析，歸納主要結論如下： 一、本研究建構之大學系所自我評鑑之後設評鑑指標，計有五大類，三十個標準，六十項指標。 二、參考「JCSEE方案評鑑標準」建構大學系所自我評鑑之後設評鑑指標，其方法可行。 三、本研究建構之大學系所自我評鑑之後設評鑑五大類標準中，以「適切性標準」較為重要。 四、大學系所自我評鑑之後設評鑑各類別標準中，分別以「有意義的過程和結果」、「脈絡的可行性」、「回應與包容導向」、「可靠的資訊」、「評鑑檔案化」較重要。 最後，本研究根據研究結果，提出相關建議，俾供教育主管機關、大學系所以及後續研究之參考。 / The purpose of the study is to construct of meta-evaluation indicators of university departmental self-evaluation - based on the JCSEE program evaluation standards, in order to provide conclusions and suggestions for the university to implement the departmental self-evaluation. According to the research methods, first, through the analysis of literature review, it preliminarily develops the meta-evaluation indicators of university departmental self-evaluation. Second, the expert’s questionnaires modified the preliminary indicators. Third, by using the Fuzzy Delphi questionnaire about important indicators evaluated by experts are integrated. Final, normalization of fuzzy number’s total score determined the weight of each indicator, establishing the meta-evaluation indicators of university departmental self-evaluation. The main conclusions follow: 1. The meta-evaluation indicators of university departmental self-evaluation consist with five major categories, 30 standards, 60 indicators in total. 2. The method is feasible that constructing the meta-evaluation indicators of university departmental self-evaluation based on the JCSEE program evaluation standards. 3. The meta-evaluation indicators of university departmental self-evaluation consist of five major categories, the ‘propriety standards’ is the most important. 4. The meta-evaluation indicators of university departmental self-evaluation consists with 30 standards, ‘meaningful processes and products’ in utility standards, ‘contextual viability’ in feasibility standards, ‘responsive and inclusive orientation’ in propriety standards, ‘valid information’ in accuracy standards, and ‘evaluation documentation’ in evaluation accountability standards are the most important. In conclusion, the findings and results in the hope of providing suggestions for educational administrative institutions, university departments, and future studies.

L’objectif majeur de cette thèse a été d’appréhender les conséquences de la comparaison sociale sur l’auto-évaluation implicite et explicite en termes de prudence, les affects et les comportements à risque. Les participants ont été exposés à un standard de comparaison prudent (standard haut) ou imprudent (standard bas) en matière d’alcool. Les résultats montrent que les sujets confrontés au standard haut se perçoivent implicitement plus imprudents et ressentent plus d’anxiété que les sujets exposés au standard bas. En revanche, le standard de comparaison n’influence pas l’auto-évaluation explicite et les comportements contrôlés. Ces résultats témoignent en faveur d’une dissociation entre les processus automatiques (implicites) et contrôlés (explicites) en jeu dans la comparaison sociale. Au niveau appliqué, nos données suggèrent que dans une campagne de prévention il serait potentiellement plus efficace de mettre en scène un standard prudent plutôt que de montrer un preneur de risque. / The main goal of this PhD research was to study the consequences of social comparison on implicit and explicit self-evaluation in terms of cautiousness, on affect and on risk-taking behavior. In a series of studies, participants were exposed to a comparison standard who displayed either cautious (high standard) or reckless (low standard) drinking behavior. Results show that participants confronted with the high standard implicitly perceive themselves as more reckless and experience higher levels of anxiety than participants exposed to the low standard. On the other hand, the comparison standard does not influence explicit self-evaluation and controlled behaviors. These results indicate that there might be a dissociation between automatic (implicit) and controlled (explicit) processes involved in social comparison. On an applied level, regarding alcohol prevention campaigns, our findings suggest that it could be more effective to show a cautious standard rather than a reckless one.

Made available in DSpace on 2015-12-03T18:35:29Z (GMT). No. of bitstreams: 1 Vando_Cardoso_Cannavina.pdf: 1488657 bytes, checksum: 094f0580da6a90dad5335ef65718c908 (MD5) Previous issue date: 2014-03-10 / This study aimed to identify by means of self-assessment of the Public Administration Direct of the Federal Executive Power, the perception of their managers about how their internal control systems have been used to achieve the institutional goals , and more specifically check if there are significant differences between the internal controls implemented by the various agencies that make up the structure of these and identify groups of public bodies with different characteristics and their strengths and weaknesses in internal control groups assessed with reference to the components of internal control COSO/ INTOSAI . It sought to answer if the Direct Public Administration of Federal Executive Power, as the perception of their managers, has used internal controls as a tool to improve their performance and meet their corporate objectives. This research is the descriptive type, which documentary data collection occurred through management reports delivered to the accountability of the year 2011 to the Court of Audit (TCU) by 382 public institutions of direct administration of the federal executive branch. These documents contain a questionnaire composed of 30 probes that assess the perception of these units in terms of structuring their internal controls on a scale that ranges from 1 to 5. After structuring such data, applied to confirmatory factor analysis to verify that the statements were capable of measuring the constructs, data analysis was by descriptive statistics and cluster analysis in order to achieve the proposed objectives and answer the research question, still applying the nonparametric Mann-Whitney test to compare the responses and assess which aspects of the groups there were differences. The results showed that the components of the internal control structure are most appropriate in relation to the \"control environment\" and \"information and communication\" since the component risk assessment showed greater fragility. It was also possible to identify two groups, the best assessment and other lower rating, the best perceptions occurred for organs linked to the Ministry of Defense, and the lowest ratings for organs linked to the Ministry of Planning, Budget and Management, notably for Federal Properties Management Office (SPU) and the Ministry of Health and its state centers. The perception by senior management that internal controls are essential to achieve the goals of the unit is detachable as a positive point, although only 36.6 % of them understand that they contribute fully to the achievement of planned results. The main negative point for the two groups refers to the component of risk assessment, the results showed that their main aspects are not practiced in the context of respondents organs. Finally, it can be conclude that the institutions of direct administration of the federal executive power do not fully utilize internal controls as a tool to improve their performance and achieve their institutional goals / Este trabalho teve como objetivo identificar, por meio dos ??rg??os da Administra????o P??blica Direta do Poder Executivo Federal, a percep????o dos seus gestores sobre o quanto seus sistemas de controles internos t??m sido utilizados para o alcance dos objetivos institucionais, mais especificamente verificar se existem diferen??as significativas entre os controles internos implantados pelos diversos ??rg??os que comp??em a estrutura destes, al??m de identificar grupos de ??rg??os p??blicos com caracter??sticas diversas e os respectivos pontos fortes e fracos do controle interno dos grupos avaliados, tendo como refer??ncia os componentes de controle interno COSO/INTOSAI. Procurou-se responder se a Administra????o P??blica Direta do Poder Executivo Federal, conforme a percep????o de seus gestores, tem utilizado os controles internos como ferramenta para melhorar seu desempenho e cumprir seus objetivos institucionais. Esta pesquisa ?? do tipo descritiva e a coleta de dados documental ocorreu por meio dos relat??rios de gest??o entregues na presta????o de contas do ano de 2011 ao Tribunal de Contas da Uni??o por 382 ??rg??os p??blicos da administra????o p??blica direta do Poder Executivo Federal. Tais documentos cont??m question??rios compostos de 30 assertivas que avaliam a percep????o dessas unidades quanto ?? estrutura????o dos seus controles internos, em uma escala que varia de 1 a 5. Ap??s a estrutura????o desses dados, aplicou-se a an??lise fatorial confirmat??ria para verificar se as assertivas eram capazes de medir os construtos (componentes de controle). A an??lise de dados ocorreu por meio de estat??stica descritiva e da an??lise de clusters com o intuito de atender aos objetivos propostos e responder a quest??o de pesquisa, aplicando-se, ainda, o teste n??o param??trico de Mann-Whitney para comparar as respostas e para avaliar em quais aspectos os grupos diferiam. Os resultados indicaram que os componentes da estrutura do sistema de controle interno do Poder Executivo Federal est??o mais adequados em rela????o ao \"ambiente de controle\" e \"informa????o e comunica????o\", j?? o componente \"avalia????o de riscos\" mostrou maior fragilidade. Foi poss??vel, ainda, identificar dois grupos: um de melhor avalia????o e outro de menor avalia????o. As melhores avalia????es ocorreram para os ??rg??os vinculados ao Minist??rio da Defesa, e as menores avalia????es para os ??rg??os vinculados ao Minist??rio do Planejamento, Or??amento e Gest??o, notadamente para as Secret??rias de Patrim??nio da Uni??o e para o Minist??rio da Sa??de e seus n??cleos estaduais. A percep????o pelos altos dirigentes de que os controles internos s??o essenciais ?? consecu????o dos objetivos da unidade ?? destac??vel como ponto positivo, embora apenas 36,6% deles entendam que eles contribuem plenamente para a consecu????o dos resultados planejados. O principal ponto negativo para os dois grupos refere-se ao componente avalia????o de riscos, cujos resultados revelaram que os seus principais aspectos n??o s??o praticados no ??mbito dos ??rg??os respondentes. Por fim, foi poss??vel concluir que os ??rg??os da administra????o p??blica direta do Poder Executivo Federal n??o utilizam plenamente os controles internos como ferramenta para melhorar seu desempenho e alcan??ar seus objetivos institucionais

Made available in DSpace on 2016-04-27T14:32:22Z (GMT). No. of bitstreams: 1 Edinalda Guedes.pdf: 1926169 bytes, checksum: 015e7b3923f20c66e27affd59054f4b3 (MD5) Previous issue date: 2008-11-13 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The objective of this research is to evaluate the differentiated experience of a school for young and adult individuals in the city of Campinas. The motivation for this work arose from the evident necessity to reflect upon and evaluate the modular structure applied to YAE, which has been used for ten years now, more precisely, since 1996, at first it was presented as a local government approved, experimental project only, as an alternative with the intent to lower the school year failing and drop out rates, which have been commonplace amongst young and adult students throughout the Brazilian education history. The school was born in the 90´s, in a time of a broad-spectrum discussion, national and international, focusing on the public policies and state responsibility concerning the assurance of citizens´ right to education, in any age. The research was aimed at collecting answers to questions I had made, as the principal of the school such as: Is the experience of learning the contents of a module able to make significant difference regarding the quality factor in the lives of YAE students? Is the quality defferential only because of the module organization or would there be other factors within the school´s daily routine that would help improve the students´ feelings of accomplishment? Which would be the pros and cons within the school that could have influence on the educational practice? Looking into the experience of authors involved with the hardships related to the education and evaluation of young and adult students, such as Freire, Arroyo, Haddad, Oliveira, Ribeiro, Paiva, Cappelletti, Abramowicz, Sobrinho, Afonso, Galindo, Belloni, De Sordi, Alaiz and others, I seek theoretical support for this research. The methodological option was for case study, given the uniqueness of the subject of the investigation: a school specific for young and adult students. Qualitative and quantitative aspects were focused upon, being the first prioritized, but within a sense of integration and complementation. The collection of empirical data was realized through a critical analysis of the school´s main official document: its Pedagogical Political Project, and through the application of a questionnaire to various individuals involved with the school. The categories of analysis contemplated in the evaluation of the school were: its structure and its mode of functioning, the periods of school time and recess in the learning process, its curriculum and overall management. The research leads to the acknowledgement that this particular school provides a differentiated reality and that the way in which it is organized has presented a satisfactory response in the education of young and adult students / Esta pesquisa tem como objetivo avaliar a experiência diferenciada de uma escola de Educação de Jovens e Adultos na cidade de Campinas. A motivação pelo trabalho surgiu da necessidade de refletir e avaliar a estrutura modular aplicada à EJA, implantada há mais de dez anos, precisamente em 1996, no início, como um projeto a título de experiência aprovado pelo governo municipal, enquanto proposta alternativa diante de uma situação de repetência e exclusão escolares a que estão submetidos jovens e adultos ao longo da história da educação brasileira. A escola nasce no contexto de uma ampla discussão, nacional e internacional, a partir da década de 90, direcionada às políticas públicas e à responsabilidade estatal pela garantia do direito à educação em qualquer idade. A pesquisa procurou dar respostas a indagações feitas por mim como gestora da escola: a experiência de ensino modular pode ser um diferencial de qualidade no atendimento aos alunos de EJA? A diferença está somente na organização por módulos, ou existem outros fatores no cotidiano da escola que podem influenciar no atendimento aos alunos? Quais são os ganhos e as dificuldades encontradas na escola que influenciam a prática educativa? A partir de autores envolvidos com a problemática da educação de jovens e adultos e da avaliação como Freire, Arroyo, Haddad, Oliveira, Ribeiro, Paiva, Cappelletti, Abramowicz, Sobrinho, Afonso, Galindo, Belloni, De Sordi, Soares e outros, procuro sustentação teórica para esta pesquisa. A opção metodológica foi pelo estudo de caso por tratar-se da investigação de uma escola específica e singular de jovens e adultos. Aborda tanto os aspectos qualitativos como quantitativos, priorizando os primeiros, mas numa acepção de integração e de complementaridade. O trabalho de coleta do material empírico foi realizado pela análise crítica do principal documento oficial da escola que é o seu Projeto Político Pedagógico e pela aplicação de um questionário aos diversos sujeitos envolvidos com a escola. As categorias de análise contempladas na avaliação da escola foram: a estrutura e o funcionamento da escola, os tempos e espaços escolares de aprendizagem, currículo e processo de ensino/aprendizagem e a gestão escolar. A pesquisa aponta para a constatação de que a escola constitui uma realidade diferenciada e que a sua organização tem dado resposta satisfatória aos alunos da educação de jovens e adultos

Esta investigación presenta un sistema de indicadores para la autoevaluación institucional de centros educativos de Infantil, Primaria y Secundaria, con la finalidad de ayudar a los mismos a desarrollar una atención eficaz a la diversidad del alumnado desde una perspectiva inclusiva. En primer lugar se diseñó el sistema de indicadores, contando con la colaboración de un prestigioso grupo de expertos. Seguidamente, se procedió al diseño, depuración y validación del instrumento ACADI (Autoevaluación de Centros para la Atención a la Diversidad desde la Inclusión), estudiando su validez de contenido a través de dieciocho jueces y su fiabilidad mediante su pilotaje en centros de la Región de Murcia. Los resultados de este estudio confirman que el instrumento diseñado es válido y fiable, siendo capaz de generar procesos de reflexión colegiada que alumbren planes de mejora que contribuyan a la creación de contextos educativos cada vez más inclusivos. / This research presents an indicator system for the institutional self-evaluation of Infant, Primary and Secondary schools, aiming to help them develop an effective attention to the diversity of students from an inclusive perspective. In the first place, the indicator system was designed, with the collaboration of a prestigious group of experts. Next, the design, cleansing and validation of the instrument ACADI (Self-Evaluation of Schools for the Attention to Diversity from Inclusion) was carried out by studying its content validity through eighteen judges and its reliability by means of a pilot study in schools in the Region of Murcia. The results of this study confirm that the designed instrument is valid and reliable, and it is capable of generating group reflection processes which give birth to improvement plans that contribute to the creation of more and more inclusive educational contexts.

Daugeliui moterų nėštumo laikotarpis gali būti konfliktiškas, jos gali jausti nerimą ar būti prislėgtos nuotaikos viso nėštumo metu. Žemas moterų savęs vertinimas, motinystės jausmo nebuvimas, nesugebėjimas adaptuotis prie besikeičiančios gyvenimo situacijos nėštumo metu, nėštumo komplikacijos gali apsunkinti moters psichologinę adaptaciją nėštumo laikotarpiu kas nepalankiai veikia nėštumo eigą, nėščios moters psichologinę savijautą nėštumo metu ar turi neigiamą įtaką gimdymui, moters psichologinei būsenai po gimdymo bei kūdikio vystymuisi. Tyrimo tikslas - nustatyti demografinių, socialinių bei sveikatos veiksnių ir psichologinės adaptacijos sąsajas nėštumo laikotarpiu. Tyrime dalyvavo 200 nėščių moterų. Tyrimas atliktas Kauno mieste. Respondentės buvo tiriamos Savęs vertinimo nėštumo metu klausimynu, Prisirišimo prie būsimo kūdikio skale, Edinburgo pogimdyminės depresijos skale ir Spilbergerio C. D. Nerimo skale. Nustatyta, kad vyresnio amžiaus, iškėjusių ir turinčių aukštąjį išsilavinimą moterų psichologinė adaptacija nėštumo laikotarpiu yra geresnė nei jaunesnio amžiaus, netekėjusių ir žemesnio išsilavinimo moterų. Moterys turinčios darbą, didesnes pajamas ir kitų vaikų šeimoje geriau adaptuojasi nėštumo laikotarpiu. Šių moterų nuotaika nėštumo laikotarpiu yra geresnė, jos nejaučia nerimo, jos pripažįsta savo nėštumą, jos jaučiasi geriau pasiruošusios gimdymui, jos nebijo skausmo, bejėgiškumo ir prarasti savitvardą gimdymo metu, jos yra stipriau prisirišusios prie... [toliau žr. visą tekstą] / The pregnancy period for the majority of women can be a disputed matter; they can feel anxiety or be in depressed mood during all the pregnancy. The low self-esteem of the women, absence of the sense of motherhood, inability to adapt to the changing life situation during the pregnancy, and the pregnancy complications may make the woman’s psychological adaptation during the pregnancy more difficult, which affects negatively the course of pregnancy, psychological condition of the pregnant woman, labor, woman’s psychological condition after the labor and the baby’s development. The aim of the study was to determine the links between psychological adaptation and demographical, social and health factors during the pregnancy. 200 pregnant women took part in the study. The study was done in Kaunas city. The respondents filled the Prenatal Self-Evaluation Questionnaire, Maternal Antenatal Attachment Scale, Edinburgh Postnatal Depression Scale, EPDS, Spielberger C.D. Stait Trait Anxiety Scale. It was determined that the psychological adaptation of elder, married women and women with high education during the pregnancy is better than that of the younger, single women or women with lower education. The women, who have job, receive bigger income and have more children in the family adapt themselves better during the pregnancy. Their mood in the pregnancy period is better, they do not feel anxiety, accept their pregnancy, feel more ready for labor, are not afraid of pain, helplessness... [to full text]

本研究欲瞭解在模擬招募情境中，兩個薪資特徵-「變動薪資比例」 與「加薪型態」，分別對組織吸引力之影響，並探討此兩組關係中「風險 知覺」的中介效果與「性格變項（核心自我評價）」的調節效果。本研究 採2x2 受試者間之實驗設計，所操弄的二個獨變項為：1.變動薪資比例 （高、低）；2.加薪型態（高機率低加薪、低機率高加薪），依變項為整 體「組織吸引力」及其三個向度（組織正向情感、雇主評價、求職行動 意圖）。 本研究之受試者為139 位大學應屆畢業生，研究結果顯示：「變動薪 資比例」越高，受試者感受的「風險知覺」越高；但「加薪型態」與受 試者的「風險知覺」無顯著關係。當受試者的「風險知覺」較高時，其 組織正向情感、雇主評價則較低；然而，變動薪資比例、加薪型態與組 織吸引力無顯著關係。雖然核心自我評價並沒有調節「變動薪資比例」 或「加薪型態」與組織吸引力的關係；可是核心自我評價卻調節「風險 知覺」與整體組織吸引力與其二個子向度（組織正向情感、求職行動意 圖）的關係。 研究者分別就結果加以討論，提出可能的解釋，並說明本研究之限 制與貢獻。 / This paper presents an experimental investigation of the influences of type of variable pay ratio and type of pay increases on overall organizational attraction and its three dimensions: affection, intentions toward the company and company prestige. A 2x2 between subjects design was used. Two independent variables were types of variable pay ratio (high/ low) and types of pay increases (high probability, small pay increases/ low probability, large pay increases). The dependent variable was organizational attraction. Risk perception and core self-evaluation were mediating and moderating variable, respectively. The sample comprised 139 college students approaching graduation. The results demonstrated that higher variable pay ratio caused higher risk perception but type of pay increases did not. Higher risk perception caused lower affection, company prestige; however, type of variable pay ratio and type of pay increases did not. Core self-evaluation did not mediate the relationship between type of variable pay ratio and risk perception, but it mediated the relationship between risk perception and overall organizational attraction and its two of three dimensions (affection, intentions toward the company). Based on the results, alternative explanation, limits, and implications were discussed.